Model for Mini Lesson: The day before you hold your mini lesson, make sure you publish a SHORT OVERVIEW as a “new post” on this blog, indicating what you are going to do for the 6 E’s. This will help students who have missed the class to keep up to date with what we’ve been doing, and everybody to learn for the grammar parts of the midterm/final exams. Also, put the URL’s you will use for the 6th E (e-search) on this blog, so people can practice your grammar topic.
If your overview is missing, 30 points will be deducted from your mini lesson overall points (200). If for any reason you experience blogging issues, you must email your outline with the URL’s to all peers before your presentation starts; in this case, you can paste your overview onto the blog later when you’ve solved your issue. A non-posted or non-emailed overview before the start of the presentation cannot be made up.
First of all, choose an appropriate heading for your blog post about your mini lesson in the subject line, and also label it accordingly (there is a field at the lower right hand corner for “label”). The label enables your peers to use the search function and find your topic.
Then, define your self-selected age group of your audience. Your age-appropriate teaching style will be graded accordingly. That means, for younger grades you would have to choose more colors, a more child-friendly style, more break-ups, images, easier language, etc....
Your 6 E’s should generally be in chronological order, but if it fits you can combine two E’s (such as “explore” and “e-search,” if both actions take place in one step). Your “engage” is your attention-catcher, something to keep your students' motivation up; it can be a picture, a sound file, hands-on material, a joke/anecdote, a game, a wrong sentence where students have to find the mistake, etc…. be creative!
Your “visuals” can be writing on the board, handouts, graphic organizers, manipulatives (= hands-on material), etc.
Note that if you assign homework, your peers are not actually going to do it; but it will be graded as a good component (e.g., as “evaluate”). Just tell your peers what you “would” assign.
This is an example for an overview of my
Mini Lesson: WHO or WHOM???
Audience = 9th grade students
1. E (engage): The attention-catcher is a picture (comic). Can be integrated in a ppt presentation.
2. E (explore): The students will get a few sentences where “who”/”whom” is either wrong or
right, and they’ll have to state without knowing the rules yet what they “feel” is
the right form.
3. E (explain): The teacher will explain the simple rules of how to distinguish the cases of subject and object, to find out whether the use of “who” or “whom” is appropriate. (Indicate the sources where you got your information from. Those can be grammar books,
websites, etc.)
4. E (expand): The students will make up an analoguous list of sample sentences to find out rules why “whoever” or “whomever” is correct, making inferences from what they’ve learned before when dealing with “who” and “whom.”
5. E (evaluate): For assessment, the students will take a short online grammar quiz about the difference between
WHO and WHOM, and one more difficult quiz where they have to choose between multiple pronouns, such as
WHO, WHOM, WHOEVER, WHOMEVER, WHO’S, WHOSE.
6. E (e-search): (this is a student-centered research activity)
For homework, the students will
1) go to the Grammar Girl’s site (text file, audio file) and read / listen to an example of how she explains the difference between “who” and “whom” to a listener of her radio show.
2) After that, the students will pretend to be Grammar Girl, and answer a self-selected grammar question about “who,” “whom,” “whoever,” “whomever,” etc. in the same style as she did – funny, but informative. They will google the topic to find questions and answers (research part).
3) The 9th grade students will record their "radio show" on tape and bring it to class to be played for a class of 6th graders whom they are supposed to teach about this topic.
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